Sandra Wills recently retired as Professor and Pro Vice Chancellor of Learning and Teaching at Charles Sturt University, New South Wales, Australia. Sandra has as very broad experience across education spanning four decades and her work in multimedia, distance and e-learning is internationally recognised.
First Fleet Convicts database. First humanities software, distributed free to all Australian schools in 1982 on floppy disk, since 1999 available on the internet. A pioneering website of the time still used by millions of Australian school students: firstfleet.uow.edu.au
Wills, S. et. al. (2007). Encouraging role based online learning environments. In Atkinson, RJ, McBeath, C., Soong, S.K.A. & Cheers, C. (eds). ICT: Providing choices for learners and learning, Proceedings of ascilite Singapore 2007. Centre for Educational Development, Nanyang Technological University, Singapore, 2-5 December. Paper available here.
Wills, S. et. al. (1009). Encouraging role based online learning environments: The BLUE Report. Australian Learning and Teaching Council. Paper available here.
Cloudworks follow up to Learning Designs Project and Project EnROLE researching multiple representations of the role play learning design: https://cloudworks.ac.uk/cloudscape/view/2344
Promoting Teaching project. An international project to build parity of esteem for teaching-related activities in university academic promotion processes via an evidence-based approach – promoting teaching.com – and The CSU Academic, a follow up project in my university taking the principles of evidence-based promotion one step further to align all aspects of the academic role, including online teaching – https://www.csu.edu.au/division/learning-and-teaching/home/teaching-staff/academic-promotion-promoting-learning-domain
Mary Burgess speaks from a wealth of experience as an online education practitioner. Her work as Executive Director of BC Campus is well grounded, and so is her perspective of online education. Mary also has a deep commitment to open educational practice and the OER Consortium.
Cheryl Hodgkinson-Williams is UNESCO Chair in Open Education and Social Justice. She was involved in the development of the Cape Town Open Education Declaration, which inspired her subsequent local and international work. Cheryl has a deep history in technology-enhanced education and an ongoing commitment to open scholarship and practice.
Hodgkinson-Williams, C.A. & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South, Journal of Learning for Development, 5(3), 204-224. Retrieved from https://jl4d.org/index.php/ejl4d/article/view/312
Hodgkinson-Williams, C.A. & Arinto, P.B. (Eds.) (2017). Adoption and impact of OER in the Global South. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development project. DOI: 10.5281/zenodo.1005330. Retrieved from: http://www.africanminds.co.za/dd-product/adoption-and-impact-of-oer-in-the-global-south/ (full PDF available)
King, T., Hodgkinson-Williams, C. A., Willmers, M. & Walji, S. (2016). Dimensions of open research: Reflections on ‘critical openness’ in the ROER4D project. Open Praxis, 8(2), pp. 81-91.
Published work that requires subscription or purchase:
Hodgkinson-Williams, C.A. & Paskevicius, M. (2012). The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town, Distance Education, 33(2), 253-269. Available from https://www.tandfonline.com/doi/abs/10.1080/01587919.2012.692052?journalCode=cdie20
Professor Diana Laurillard has made a foundational contribution to higher education teaching. Her books Rethinking university teaching and Teaching as a design science have influenced many online educators – me included!
Dr Manolis Mavrikis is Reader in Learning Technologies with the University College London’s Knowledge Lab and leads the Masters in Educational Technology. Manolis is also one of the Editors of the British Journal of Educational Technologies. His work involves the use of Artificial Intelligence and analytics in support of classroom teaching. I found Manolis’s mention of ‘delegating’ tasks to AI to support student and the use of learning analytics for orchestrating teaching fascinating and I’m certain you will, too.
Hennessy, S., Mavrikis, M., Girvan, C., Price, S., & Winters, N. (2019). BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward. British Journal of Educational Technology, 50(1), 5-11. doi:10.1111/bjet.12731
Mavrikis M, Gutierrez-Santos S, Poulovassilis A (2016). Design and Evaluation of Teacher Assistance Tools for Exploratory Learning Environments. In: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge. ACM, New York, NY, USA, pp 168–172. https://dl.acm.org/citation.cfm?id=2883909 Also available from: https://core.ac.uk/download/pdf/42135118.pdf
Mavrikis M, Grawemeyer B, Hansen A, Gutierrez-Santos S (2014). Exploring the Potential of Speech Recognition to Support Problem Solving and Reflection. In: Open Learning and Teaching in Educational Communities. Springer, Cham, pp 263–276. Also available from: http://www.italk2learn.eu/wp-content/uploads/2014/07/ECTEL-WOZ.pdf
Hansen, A., Mavrikis, M., & Geraniou, E. (2016). Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. Journal of Mathematics Teacher Education, 19(2–3), 205–226. https://doi.org/10.1007/s10857-016-9344-0 (open access)
Dr David Porter is an advocate for internationally open educational resources and improving their reputation. He is well placed to do so, as CEO of eCampus Ontario. David talks of the opportunities and infrastructure available through eCampus Ontario in support of the development and uptake of OER.
David’s profile: Dr.
David Porter is the CEO of eCampusOntario, the primary face of the Ontario
Online Learning Consortium (OOLC), a not-for-profit corporation whose membership
is composed of all publicly funded colleges and universities in
Ontario.
David is a long-time advocate
for the benefits of adapting new technology to deliver educational
opportunities, and has been involved in open and distance learning since the
1990s, at both the K-12 and higher education levels.
David was formerly Associate VP Educational Support and Innovation at the British Columbia Institute of Technology. Prior to that appointment, David was the Executive Director of BCcampus. During his term at BCcampus, David and his team engineered Canada’s first government funded open textbook program, a leading-edge development in higher education in 2012. David has also worked as a project leader and consultant for international open and distance learning projects, most recently in Mongolia, Malaysia, and Vietnam. He is a co-editor of the International Journal of eLearning and Distance Education (IJEDE.ca), an open access journal published on behalf of the Canadian Network for Innovation in Education (CNIE).
Dr Mark Bullen has extensive international experience across distance education, e-learning and educational technology. His work is particularly focussed on the digital learner, though his contribution to the field goes much further.
Professor Paul Prinsloo is Professor of Business Management with the University of South Africa, with a broad distance education background in administration, instructional design and more recently as an academic. His research is concerned with the student experience, the ethics of learning analytics and student supervision.
Professor Jon Dron was a musician before developing an interest in the professorial lifestyle – and his interest in computers and education. His work in online education spans multiple publications emphasising social media, motivation and online pedagogies. Jon’s work has always sought to challenge and improve online learning practice. Jon and I talked via Skype.
Dron, J., & Anderson, T. (2014). On the Design of Social Media for Learning. Social Sciences, 3(3), 378. Retrieved from http://www.mdpi.com/2076-0760/3/3/378
Dron, J. (2013). Soft is hard and hard is easy: learning technologies and social media. [tecnologie per l’apprendimento; connettivismo; social media; progettazione tecnologica; educazione]. Form@re, 13(1), 32-43. Retrieved from http://www.fupress.net/index.php/formare/article/view/12613
Associate Professor Dirk Tempelaar teaches mathematics and economics at Maastricht University. Dirk’s teaching makes extensive use of analytics, and his research examines the use of student-facing analytics and learning motivation. Dirk’s classroom is very much his laboratory and he generously shares his journey in this episode. We talked via Skype.
Tempelaar, D., Rienties, B., & Nguyen, Q. (2017). Towards actionable learning analytics using dispositions. IEEE Transactions on Learning Technologies, 10(1), 6-16. https://doi.org/10.1109/TLT.2017.2662679
Nominated works (may require purchase):
Tempelaar, D., Rienties, B., Mittelmeier, J., & Nguyen, Q. (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior, 78, 408-420. https://doi.org/10.1016/j.chb.2017.08.010
Tempelaar, D. T., Rienties, B. C., & Giesbers, B. (2015). In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Computers in Human Behavior, 47, 157-167. https://doi.org/10.1016/j.chb.2014.05.038
